Strategy to Implement Gamification in LMS

2022 ◽  
pp. 51-72
Author(s):  
Elena Somova ◽  
Mariya Gachkova
Keyword(s):  
Serious Games ◽  
Learning Model ◽  
E Learning ◽  
Gamified Learning ◽  
Game Elements ◽  
Pedagogical Approaches

The main goal of the chapter is to discuss implementation of the structural gamification in LMS. The overview of pedagogical approaches, theories, models, and systems connected to the serious games and in particular for gamification is presented. The possibilities for using the game elements and techniques in е-learning (incl. possible realization with the standard elements of a non-gamified LMS) are presented. A four-stage cyclical gamified learning model is proposed. For the four categories of learners from the Bartle's classification, the appropriate game elements are determined. Two plugins for the application of structural gamification in Moodle have been designed and developed, which integrates game elements and techniques in the process of e-learning. The first plugin changes the design of the course into a game view. The second plugin allows adding specific game elements, which do not exist in Moodle. Different experiments of structural gamification have been done and presented.

Hard and light gamification in education: Which one to choose?

2020 ◽  
Vol 1 (1) ◽  
pp. 20-27
Author(s):  
E. V. Karmanova ◽  
V. A. Shelemetyeva
Keyword(s):  
Computer Games ◽  
Educational Process ◽  
Course Development ◽  
Learning Technology ◽  
Training Course ◽  
Resource Requirements ◽  
E Learning ◽  
Characteristic Features ◽  
Game Elements

The article is devoted to the implementation of gamification methods in the educational process. The characteristic features of light and hard gamification are presented. The appropriateness of using gamification when applying e-learning technology is considered. Classification of courses based on hard gamification taking into account the technological features of development is proposed: courses-presentations, courses — computer games, VR/AR courses. The article also illustrates the use of various game elements of easy gamification using the example of the module “Level up! — Gamification” of the Moodle LMS. The capabilities of this module can be used in an electronic course by any teacher who has the skills of working with the Moodle.The authors present the analysis of the development of a training course in sales techniques using hard and light gamification technologies, where the course development was assessed for its complexity, manufacturability, and resource requirements. The results of the analysis showed that the development of courses using hard gamification requires much more financial and time-consuming than the development of courses using light gamification.The article evaluates the results of the educational intensiveness intense “Island 10–22”, held in July 2019 in Skolkovo, in which 100 university teams, teams of research and educational centers, teams of schoolchildren — winners of competitions, olympiads, hackathons (“Young Talents”) participated. The results of the intense confirmed the effectiveness of the use of light gamification methods in adult training. Thus, the conclusions presented in the article reveal a number of advantages that light gamification has in comparison with hard gamification.

scholarly journals Extending the Activity Theory Based Model for Serious Games Design in Engineering to Integrate Analytics

2018 ◽  
Vol 8 (1) ◽  
pp. 109 ◽  
Author(s):  
Michael Callaghan ◽  
Niall McShane ◽  
Augusto Gómez Eguíluz ◽  
Maggi Savin-Baden
Keyword(s):  
Activity Theory ◽  
Serious Games ◽  
Design Phase ◽  
Formal Models ◽  
Analysis And Design ◽  
Game Elements ◽  
Pedagogical Goals

Serious Games (SG) have been shown to have instructional potential and a number of formal models, frameworks and methodologies have emerged to support their design and analysis. The Activity Theory-based Model of Serious Games (ATMSG) facilitates a systematic and detailed representation of educational SG describing how game elements are connected together to contribute to pedagogical goals. This paper proposes and presents an extension to the ATMSG framework to facilitate the identification, selection and integration of analytics into serious games. A practical example of the approach in use in the analysis and design phase of a SG for engineering is demonstrated.

scholarly journals Ontology based Semantic e-Learning Model– A Review

2018 ◽  
Vol 181 (33) ◽  
pp. 12-16
Author(s):  
Vaishali B. ◽  
S. A. ◽  
Mukta Dhopeshwarkar
Keyword(s):  
Learning Model ◽  
E Learning

scholarly journals Learner-User Satisfaction Survey in the AdaptWeb Platform using the Learner Choices from Learner-Driven Learning

2020 ◽  
Vol 28 ◽  
pp. 420-435
Author(s):  
Alessandro Da Silveira Dias ◽  
Leandro Krug Wives
Keyword(s):  
User Satisfaction ◽  
Serious Games ◽  
Learning Systems ◽  
Online Course ◽  
Satisfaction Survey ◽  
Learning Paradigm ◽  
Making Choices ◽  
E Learning ◽  
Definition Of ◽  
The Way

In this paper, we review the definition of the learner choices from the Learner-driven Learning paradigm for e-learning systems. After this, we analyze how different categories of e-learning systems enable the user to make these choices, such as Serious Games. We present in detail how AdaptWeb platform makes available these choices to learner users. Additionally, we present a satisfaction survey performed after an online course on AdaptWeb platform. The survey questions were about making choices during learning and about the way AdaptWeb makes the choices available to learner-users. Summarizing the results, students enjoyed being able to make choices about their own learning and felt that this possibility was beneficial to their learning. Moreover, they liked the way AdaptWeb makes the choices available to students. Most of the students found the system easy to use, intuitive, and the student's choices were explicit and easy to take.

scholarly journals IMPLEMENTASI SISTEM E-LEARNING MENGGUNAKAN SOFTWARE MOODLE PADA POLITEKNIK SAINS DAN TEKNOLOGI WIRATAMA MALUKU UTARA

2017 ◽  
Vol 1 (2) ◽  
Author(s):  
Arisandy Ambarita
Keyword(s):  
Open Source ◽  
Learning Model ◽  
Electronic Learning ◽  
E Learning

E-Learning merupakan kependekan electronic learning adalah sebuah proses pembelajaran dimana penyampaian materi, diskusi, ujian dan lain-lain yang berkaitan dengan kegiatan perkuliahan dilakukan melalui media elektronik. Politeknik Sains dan Teknologi Wiratama merupakan salah satu  perguruan tinggi swasta yang bergerak dalam bidang Teknologi Informasi. Sistem pembelajaran yang ada di Politeknik Sains dan Teknologi Wiratama  pertemuan secara tatap muka. Sistem belajar tatap muka mempunyai kelemahan yakni jika dosen tidak hadir maka belajar mengajar menjadi terhambat begitupun dengan mahasiswa yang berhalangan hadir maka akan ketinggalan pelajaran dan kurang memahami materi yang dibahas pada saat mahasiswa yang bersangkutan tidak hadir. penelitian ini bertujuan untuk mengimplementasikan sistem E-Learning model pembelajaran mata kuliah secara online dengan menggunakan software moodle yang bersifat open source dan gratis. Software Moodle dipilih sebagai software yang mendukung model pembelajaran mata kuliah secara online dan memiliki kelengkapan modul dan fasilitas serta mudah diterapkan. Dengan adanya sistem ini memudahkan dosen dalam  penyampaian  materi dan melakukan evaluasi saat dosen tersebut berhalangan  hadir  dan memberikan  kemudahan bagi Mahasiswa dan Dosen untuk dapat saling berinteraksi kapan dan dimana saja dalam meningkatkan kualitas belajar MahasiswaKata Kunci : Sistem, E-Learning, Moodle

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